Funds of Knowledge: An examination of theoretical frameworks

  • Linda Hogg

Abstract

This review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse.

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Author Biography

Linda Hogg
Linda Hogg is a Pākehā lecturer in the School of Educational Psychology and Pedagogy in the Faculty of Education, Victoria University of Wellington, New Zealand. She is currently completing her doctorate, which explores the applicability of the funds of knowledge concept in New Zealand secondary schools. Linda has a background in teaching in Māori and Pasifika communities, in both New Zealand and the Cook Islands. Her research relates to her interest in social justice issues, including funds of knowledge, culturally responsive pedagogy, and collaborative methodologies.
Published
2012-07-19
How to Cite
HOGG, Linda. Funds of Knowledge: An examination of theoretical frameworks. The New Zealand Annual Review of Education, [S.l.], v. 21, july 2012. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/4042>. Date accessed: 21 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v21i0.4042.